Rethinking STEM in the Elementary Grades: Honoring the Special Role of Math in Cognitive Development

Autor/inn/en	Clements, Douglas H.; Sarama, Julie
Titel	Rethinking STEM in the Elementary Grades: Honoring the Special Role of Math in Cognitive Development
Quelle	In: American Educator, 47 (2023) 1, S.16-21 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Elementary Education; STEM Education; Mathematics Instruction; Cognitive Development; Interdisciplinary Approach; Student Needs; Guidelines; Integrated Curriculum; Barriers + Suchen Sie Ihr Suchwort? Elementarunterricht; STEM; Mathematics lessons; Mathematikunterricht; Kognitive Entwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Richtlinien
Abstract	There is a growing interest in STEM (science, technology, engineering, and mathematics) units and projects in the early childhood and elementary years. There are many advantages of embedding math in STEM contexts and activities; it can be excellent for reinforcing math (as well as science, technology, and engineering) concepts and skills. However, there may be unintended problems such as students becoming overloaded with the number of new STEM concepts, and essential domain-specific content being missed. This article provides an alternative interdisciplinary approach that maintains the positive aspects of STEM through careful integration while minimizing the possible negatives by focusing on the content that students most need to master. Math is at the top of that list. Guidelines for integrating this alternative approach conclude the article. (ERIC).
Anmerkungen	American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01